Check
out our NEW FREE online resources, including the SQ3R
sheet for reading
and the Paragraph
Graphic Organizer for writing. These are forms you
can fill in online and print, or have your students fill them in
and print them for class!

Such
statements are frequently spoken by abused students, many of which are
heard by
few of us; because sometimes, we mislay our heart under the pouch and
forget to bring it to our classrooms. Why would a teacher use corporal punishment in
a classroom? It is maybe that the teacher was beaten by his/her own teacher when
he/she were young or the teacher feels there are no other alternatives.

Article
28 of the UN Convention on the Rights of the Child says that all
children have a right to education, and that discipline in schools
should respect children’s human dignity. A school that is not safe is
not a good place to learn. In most countries, children spend more time
in schools than anywhere else outside of their homes. Schools have an
important role to play in protecting children from violence.

But
in many countries, physical punishment is a routine part of school life.
Teachers can be cruel, humiliate children, physically abuse them, or even
use sexual violence. Teachers do so because they think it makes pupils
work better or because they want to show their power. Violent discipline
teaches children to fear, but it doesn’t teach them to use their own
initiative. It teaches them that violence is a good way to solve
conflicts, but it doesn’t teach them values like tolerance and
justice. It can also make them feel bad about themselves. Bullying
between children may not be seen as a serious problem. Many countries
have no laws to protect schoolchildren and students from discrimination.
[1]

During
the recent years, corporal punishment has widely spread in the world,
more than it was ever practiced. Recent movements have,
however, identified corporal punishment as a form of child abuse, but it
is still practiced and will be practiced, unless some laws are enforced against using it in
classrooms.

The
reason could be any to punish students; but mostly, when teachers are
not trained, they cannot think of any alternatives, so they usually give
punishment to maintain discipline in his/her classroom.

According
to my observation,
a few reasons for using
punishment are:

Aggression

To Maintain Discipline

To Generate Fear in Students

Psychological Disturbance

Depression

Low Salary

Lack of Coping Skills

Unfamiliar to Alternative Methods

Lack of Interest in Teaching

Prove that you are an Authority

Forgot to Pre-Plan lesson

Can't Answer Student's Queries

There
are many types of
corporal punishment; some of them include:

Spanking

Slapping
on head

Insulting

Hitting
with Blade Scale

Make
Child Stand on Desk

Biting

Whipping

Cuffing

Belting

Whacking

Pinching

Biting

Pulling
hair

Grabbing
or yanking

Stand
under Sun

Caning
on the back

Not
letting a child go to the bathroom, eat, drink or sleep

Stand
in an uncomfortable position

Forcing
a child to do exercise as punishment

Putting
red pepper in a child’s mouth

Snatching
Lunch Box

Threatening

Writing
hundred times your name

Eating
Chalk

The majority of corporal punishment incidents result in minor
to major injuries, such as soreness and redness of the skin, pierced body
parts, etc. Although injuries requiring medical attention are rare, the
use of corporal punishment has the potential of causing injuries such as
ruptured blood vessels, nerve damage, muscle damage and brain
hemorrhage. Such injuries may result in permanent structural damage and
disability.

Salima
Moosa shares her bitter experience in the following words:

"When
I was in class 5th, once, my classmate didn't bring her
workbook. Everybody knew that our teacher would kill that girl. She
begged me to give my workbook to her. I did so as I thought that she
might be rescued if I could help her out. Teacher checked her workbook,
which was, actually of mine, and she was praised by the teacher. When
teacher came towards me, I informed my teacher that I hadn't done my
work. She slapped me non-stop 8 times on my cheek. But I sacrificed for
my friend. I lied to my teacher, because she was a wild beast. She never
listened to the students with love. I hate that teacher! For me, she was
ill. Currently, I am a professional teacher, and I always try
alternatives. I care for my students and students respect me a lot."

Sana
Korji, student of Higher Secondary says,

"I
was punished by my teacher when I was in 6th class. Actually my fee was
not paid due to some financial crisis. Our Head Mistress forced the
teacher to warn me. My teacher warned me that if I would not pay my fees
then I would not be able to take exams... When my exams started, but my
fee was not paid, the teacher didn't give me permission to take the exams... I
stood for 2 hours out of the classroom and that’s a story from one of
the best reputed schools. At
that time I felt very bad because I learned very hard for my exams but
can't take them just because my fees were not paid... I felt that instead
of giving me punishment, the teacher should have understood my feelings
and my problems, and should have asked me why my fees were not paid or
was there any problem...

"

News
in View:On
December 18th, 2008
, a 10 year-old 5th grader named Chao Qun Zheng went to his elementary
school in HeNan, China. When his teacher, Guo, found out that young Zheng had not completed
his homework, she flipped out. "She was very angry at the
time," he said. "She ripped and twisted my cheeks with
both her hands and then she lifted me off the ground."

The teacher held the boy up until
one of his cheeks actually ripped off and the boy was bleeding
profusely. Without hesitation the teacher reached down and
picked up Zheng's cheek skin, put it on his face, and instructed
the boy go home immediately.

When
the parents saw Zheng, they immediately took him to the hospital
where it took 52 stitches to have his cheek sewn back on.
Zheng's father has reported the case to the police and is
expected to press for damages. [2]

A 13-year-old Pakistani
boy who was beaten by his teacher for not completing his
homework is preparing to undergo a third surgery. Mudassar
Aslam, a Class
IX student of Himayatul
Islam
High
School
in Hyderabad, has already undergone two major intestinal
surgeries after his teacher beat him. Aslam
was rushed to Liaquat
University
Hospital
on November
21 after he complained of severe abdominal pain. His teacher, Buland
Iqbal, trashed him with a stick after tying him up. The boy told the
Dawn
newspaper: "I was beaten with a stick after two other students
tied my hands. He (Iqbal) also ordered I do 100 sit-ups which caused
pain in my stomach."

Aslam
was not allowed to leave for home even after he complained of
excruciating pain. His elder brother Owais
said he took Aslam
to the hospital when he noticed his abdomen was swelling like a
"balloon". The doctor attending on Aslam
said his blood pressure and his pulse rate were very high
when he reached the hospital and he could have suffered a brain stroke.
"The intestines were jumbled and perforated and had turned blackish
due to blocked blood circulation for which the first surgery was
performed. But as it was leaking, another attempt was made," the
doctor said.

"A third operation to enable him to pass stool and urine
will be needed after two to three months." The school is yet to
take action against the teacher. And Aslam's family has not reported the
matter to police because "they would get into trouble".

The boy's father, a daily wage laborer, has lost his job for
staying away from work to be with Aslam
in the hospital. [3]

Teacher of a school in Multan
severely beat a 7-year old girl student for failing to complete
homework. According to Geo News correspondent, the teacher hit young
Alizah on not completing homework, bruising her back and arms. Punjab
Chief Minister, Shahbaz Sharif taking notice of the incident, ordered
RPO Multan to submit a report of the incident. [4]

Teachers
are role model for most of the students, so they want their teachers to
listen to them. The days are gone when students accepted a staunch and
dictatorial teacher. The time has come to rethink and change our pattern of
teaching.

In
the next article, consequences of Corporal Punishment will be shared.

References:

Kwast,
E. & Laws, S. (2006). United Nations Secretary-General's Study on
Violence Against Children Adapted For Children And Young People.
Geneva
: Publishing Service, United Nations. p. 25

Girl
child badly beaten for not doing homework in Multan.
(2009). Retrieved on
April 16th, 2009; from http://www.thenews.com.pk/updates.asp?id=74963

How many times you have read or heard that
students look at the personality of a teacher? But truly,
students look more at your attitude and behavior than any thing
else.

Munir Moosa Sewani is one of the most famous, prominent and creative names in the field of Education
in the past 9 years. He is a Master Trainer In Special Education, Post Graduate, Teacher Educator and a Teacher. He is a Freelance Writer and Photographer, in addition to his role as a featured writer for StarTeaching's newsletter for more than two years now. He is an author of the famous self-published storybook for children titled "The MORAL STORIES FOR CHILDREN" and has also written a Biology book for Secondary Classes. He has written more than 40 articles dealing with social, health, educational and cultural issues, which are internationally recognized and published in famous world wide websites, newsletters, magazines and newspapers.

He is also a Social worker, private tutor, career counselor, musician, lyrics writer and
has multi-dimensional talents. His future plan is to write dozens of informative articles and to work for education and media, in order to explore hidden creativity.

Kim
Taylor-DiLeva is an educational trainer and owner of Kim’s
Signing Solutions (www.kimssigningsolutions.com).She conducts parent and teacher workshops throughout
New York
State
and conducts sign language enrichment classes for daycares and
preschools in the
Albany
,
NY
area.

All teachers must present their lessons in a format
that will be most beneficial for their students, as each student differs
in how they process information. This is particularly true in a special
education classroom, where children with varying disabilities learn new
information most easily when it is presented to them in different
formats. Some students must see the material (visual), others learn best
by using their bodies to show information (kinesthetic), while others
must hear and say the new information to best understand it (auditory).Unfortunately, it can be challenging for teachers to incorporate
all of these strategies in only one lesson. American Sign Language can
be used in your curriculum to address all of these.

“We Learn . . .
10% of what we read
20% of what we hear
30% of what we see
50% of what we hear and see
70% of what we say
90% of what we both say and do.”

Edgar
Dale also states that “It often follows, then, that the more numerous
and varied the media we employ, the richer and more secure will be the
concepts we develop.Well-chosen
instructional materials of various kinds can provide a variety of
experiences that enhance the learning of a given subject for any student
at any given point in his continuing development.”(http://www2.potsdam.edu/betrusak/AECT2002/dalescone_files/dalescone.html.ppt#275,
9, Possible Misconceptions about the Cone7 Conclusions)

Therefore, we can conclude that the more children
use sign language in their daily lessons, the more they will retain the
material they learn. By speaking and signing words to your students, and
having them repeat it and sign it back to you; they are hearing it,
seeing it, saying it, and doing it (90% recall according to the Cone of
Experience).You will also
address many different methods of instruction at once which helps
auditory, visual, and kinesthetic learners.

Let’s look at an example to see how this can
work. To teach a student the word “house,” show the written word,
say “house” aloud, and teach the sign for “house”. (To sign the
word house you use both hands to show the roof and the walls of the
house). Have the student repeat it and sign it back to you. Continue
this every time the new word is shown to them in a text or when you show
them the new word. They will be able to easily recall words not only
because of the movement required, but also because many signs are
iconic, meaning they look like the actual object. This will enable
students to visualize the word, therefore helping them better remember
the information.

American Sign Language can be incorporated into your
lessons by adding signs for new vocabulary or sight words. Students will
be presented the material in visual, kinesthetic, and auditory forms.As the teacher, this helps you to utilize various teaching
methods to accommodate students who have different styles of learning.
Your classroom will benefit, being able to understand new lessons more
quickly and easily.

Incorporating sign language
into your sight word instruction is very easy to do. Just look up
the ASL signs for the sight words that you want your students to learn
in an American Sign Language Dictionary (you can also use an online
dictionary that shows a video of how to do the sign.) Show your
students the sight word and the sign. Say it and sign it.
Ask the students to look at the word, and say it and sign it with you.
Repeat this a few times. Every time you are discussing,
practicing, or reading this new sight word, you and your students will
sign it when it is read. To make it easier on yourself and your
students, you may want to look into purchasing “My 1st 50
Sight Words in Sign”, where frequently used sight words are on a card
alongside their sign for easy learning/recalling. You can find
them at My
1st 50 Sight Words in Sign

Don’t
be overwhelmed by all of the above mentioned signs if you don’t know
them. Just try one sign and then the next week add a new one. Start with
the positive and encouraging signs. Just one or two signs can start your
class on the way toward creating your ideal peaceful and positive
classroom.

A Great Offer
to Our StarTeaching Readers
From Kim's Signing Solutions!

Star
Teaching Readers Get a Special Discount on a set ofMy
1st 50 Sight Words in SignRegularly
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Click below to get your set of cards at this great discount,
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TECH
CORNER

What Are These 21st Century
Skills?

By Mark Benn
Middle School Teacher

Mark's latest
articles deal with the change to 21st Century Learning.

In an
article from eSchool News written in March, the editors wrote about how
our country's global success will depend on improving our student's 21st
century skills. In the next several articles I'd like to examine what
these skills are and how we can integrate them into our classrooms.

Just as we've heard about the 3 R's of reading, writing, and arithmetic,
the 21st century skills are called the 5 C's. These are critical
thinking, creative problem solving, communications, collaboration, and
cross cultural relationship building. Starting in 2012, "tech
literacy" will be added to our Nation's Report Card. No longer will
it be the question: Are the students using technology? The new question
will be: How well are they using the technology and what skills have
they developed using it? In other words, it's not about what they
use, but how they use it.

At this point you're probably wondering: What do these questions have to
do with the 5 C's?
If you look at each of the 5 C's you'll find that worksheets will never
help you achieve the learning of these skills, but integrating
technology ties in very nicely to learning these skills.

Before you start thinking, "Here we go again, more to add to my
curriculum," let's take a closer look at these skills. Critical
thinking and creative problem solving are skills that we need to learn
to help us understand the world around us and interact with it.
Communications and collaboration are skills that help us work and
interact with others in our work and learning situations. Cross cultural
relationship building is something that is important in our global
economy.

Mark Benn earned his B.S. from Western
Michigan University and his Elementary Certification from
Northern Michigan University. He is a 21 year teaching
veteran of 5th and 6th grade students at Inland Lakes Middle
School in Indian River, MI. He is currently working on
Masters of Integration of Technology from Walden University.

Prior to teaching, Mark spent 11 years as Department Manager for
Sears, Roebuck and Co. dealing with emerging technologies.
He has been married to his wife Bonnietta for 33 years with one
daughter and two sons. In the summers, Mark works for
Mackinac State Historic Parks in the as a historical
interpreter.

There
are six modules designed to test the basic ability of an
individual in terms of Memory & Concentration. Needless to
say this is the most important basic skill for not just to
survive but also to thrive in this competitive environment.
Each of the six modules tests the six variants of Memory &
Concentration in an individual, namely:

1.

Picture
recognition

2.

Paired Associate
Learning

3.

Immediate Recall

4.

Serial processing

5.

Parallel
processing

6.

Recognition and
Recall

Each
of these modules runs at three different levels, from easy to
difficult.

At each level, the individual's performance is depicted as
Scores Obtained.

A feedback has been built into the software for all these 18
levels depending on the marks one scores during the
test.

Each individual can assess his/her performance any time by
clicking on "history", which gives complete details
of date and time of taking the tests, marks scored each time
and even time taken to do the test. This builds the confidence
level and encourages more participation to eventually
culminate in improvement and enhancement of memory and
concentration.

Essentially, this software is a SELF AWARENESS tool that
surely motivates the individual to realize one's capability
and seek or be receptive for improvement. Also, if repeatedly
done over a period of time works as Training tool to enhance
their capability.

This
software package is specifically designed to help young
children to learn basic skills that will help them in
school. Continued follow-up will give these young
learners success as they mature.

Three versions of the software exist:
Individual Software on either CD or Online, Family
Version Software, and an Institutional Software package.

StarTeaching wholeheartedly supports
and endorses this software. It will make a difference
with your child or student.

There is a great diversity in the skills and behaviors of individuals
diagnosed as autistic, and physicians will often arrive at different
conclusions about the appropriate diagnosis. Much of this is due to the
sensory system of an autistic which is quite different from the sensory
system of other people, since certain stimulations can affect an
autistic differently than a non-autistic, and the degree to which the
sensory system is affected varies wildly from one autistic person to
another.

Nevertheless, professionals within pediatric care and development
often look for early indicators of autism in order to initiate treatment
as early as possible. However, some people do not believe in treatment
for autism, either because they do not believe autism is a disorder or
because they believe treatment can do more harm than good.

Communication Difficulties:

By age 3, typical children have passed predictable language learning
milestones; one of the earliest is babbling. By the first birthday, a
typical toddler says words, turns when he or she hears his or her name,
points when he or she wants a toy, and when offered something
distasteful, makes it clear that the answer is "no." Speech
development in people with autism takes different paths. Some remain
mute throughout their lives while being fully literate and able to
communicate in other ways—images, sign language, and typing are far
more natural to them. Some infants who later show signs of autism coo
and babble during the first few months of life, but stop soon
afterwards. Others may be delayed, developing language as late as the
teenage years. Still, inability to speak does not mean that people with
autism are unintelligent or unaware. Once given appropriate
accommodations, many will happily converse for hours, and can often be
found in online chat rooms, discussion boards or web sites and even
using communication devices at autism-community social events such as
Autreat.

Those who do speak often use language in unusual ways, retaining
features of earlier stages of language development for long periods or
throughout their lives. Some speak only single words, while others
repeat the same phrase over and over. Some repeat what they hear, a
condition called echolalia. Sing-song repetitions in particular are a
calming, joyous activity that many autistic adults engage in. Many
people with autism have a strong tonal sense, and can often understand
spoken language. Some children may exhibit only slight delays in
language, or even seem to have precocious language and unusually large
vocabularies, but have great difficulty in sustaining typical
conversations. The "give and take" of non-autistic
conversation is hard for them, although they often carry on a monologue
on a favorite subject, giving no one else an opportunity to comment.
When given the chance to converse with other autistic's, they
comfortably do so in "parallel monologue"—taking turns
expressing views and information. Just as "neurotypicals"
(people without autism) have trouble understanding autistic body
languages, vocal tones, or phraseology, people with autism similarly
have trouble with such things in people without autism. In particular,
autistic language abilities tend to be highly literal; people without
autism often inappropriately attribute hidden meaning to what people
with autism say or expect the person with autism to sense such unstated
meaning in their own words.

The body language of people with autism can be difficult for other
people to understand. Facial expressions, movements, and gestures may be
easily understood by some other people with autism, but do not match
those used by other people. Also, their tone of voice has a much more
subtle inflection in reflecting their feelings, and the auditory system
of a person without autism often cannot sense the fluctuations. What
seems to non-autistic people like a high-pitched, sing-song, or flat,
robot-like voice is common in autistic children. Some autistic children
with relatively good language skills speak like little adults, rather
than communicating at their current age level, which is one of the
things that can lead to problems.

Since non-autistic people are often unfamiliar with the autistic body
language, and since autistic natural language may not tend towards
speech, autistic people often struggle to let other people know what
they need. As anybody might do in such a situation, they may scream in
frustration or resort to grabbing what they want. While waiting for
non-autistic people to learn to communicate with them, people with
autism do whatever they can to get through to them. Communication
difficulties may contribute to autistic people becoming socially anxious
or depressed.

Part mystery, part science fiction, Year
of the Dogman is an imaginative, compelling, and adrenaline-pumping
adventure. Author Frank Holes, Jr. takes no prisoners in creating a
diabolical creature that leaves the forest to prey on the hapless hamlet
of
Twin
Lakes
in
Northern Michigan
. When night falls, the nocturnal beast, Dogman, scares the living
daylights out of anyone he happens upon as he searches for a timeless
treasure stolen from a Native American tribe. In the midst of the chaos, a
young teacher is forced to put two and two together no matter how high the
cost to rid the village of the treacherous man-beast who thrives on
destruction and terror.

In The Haunting of Sigma,
Frank Holes, Jr. returns fans of the legendary Dogman to the wild world
of cryptozoology in
Northern Michigan
.This darker, far more
sinister prequel to Holes’s first novel fully establishes his hold
upon the imaginations of readers all over the
Midwest
. June 1987 ushers in the
hot, dry summer season, but something else far more horrifying has taken
up residence in the deep wilderness in
Kalkaska
County
.The Dogman, a supernatural
combination of canine and man, has returned to wreck havoc upon the
tiny, sleepy community of Sigma.

Based upon the
epic Greek tale of The Odyssey, yet set in the American Wild West, The Longquist Adventures: Western Odyssey chronicles the journey of a young boy and his guide through a perilous
world of dangerous encounters and fantastic creatures.It is a world of gun fights at high noon, stampedes on the great
plains, stagecoach robbery, and an ultimate showdown with a ruthless,
powerful gangster aboard a turn-of-the-century paddlewheel in the San
Francisco Bay.Can the
time-traveling boy and the law-abiding Marshal restore order to the
chaos of the American West gone truly wild?

New
Teachers' Niche:
A Place for New Teachers, Student Teachers, and Interns

Preparing For Your Student
Teaching - Working Effectively With A Mentor
(part 3)

by
Dr. Peter Manute & Frank Holes, Jr.

This is the third article in our student
teaching series, this time focusing on working with your mentor
or collaborating teacher. Effective inter-personal skills are
very important for teachers, and as a student teacher, you will
begin to develop these as you work in another teacher's
classroom.

Working closely with a mentor or collaborating teacher can be both
rewarding and challenging. The rewards include developing a positive
relationship with a professional educator and gleaning tremendous
amounts of insight and effective teaching tips and techniques. The
mentor has been working effectively for a considerable number of years
and has perfected both the art and craft of teaching. In the ideal
situation the mentor guides and provides feedback while allowing the
intern to develop style and work through different situations and
challenges. The intern has the opportunity to make mistakes and develop
strategies for improvement all under the guidance of a thoughtful and
caring mentor.

Sometimes an intern is placed with a mentor who finds it very difficult
to let go of his/her classroom. This teacher remains in the room all day
and really doesn't allow the intern the flexibility and creativity to
develop and refine an individual style. The intern loses the opportunity
to be on his or her own, a very valuable experience. Another challenging
situation is the mentor who for some unknown reason decides to try to
clone themselves. This mentor actually creates a situation that is
counter-productive to a positive student teaching experience. This
mentor really inhibits the growth and development of the intern through
constant manipulating and overbearing direction.

There have been some mentors who view the interns almost as personal
servants making them run errands and do menial tasks not really aligned
with the internship. This situation needs to be reported to the
university supervisor as soon as possible. Equally ineffective is
the mentor who views the internship simply as time off. The intern does
not receive the necessary feedback necessary to process the many
situations they encounter. Consequently the intern struggles and makes
decisions that can actually create additional problems.

How does an intern deal effectively with these challenges? That is not
an easy answer. Ideally, interns are not placed in these situations;
however, we all know ours is not a perfect world. One suggestion would
be to schedule a meeting as soon as possible with the mentor. Be
prepared with questions that might provide some insight and if there
appears to be a problem, contact your university immediately, maybe a
change could be arranged. Sometimes true motives don't surface until
well into the internship, that can create difficulty and put the intern
in a tough spot.

The interns must always realize that the internship is a tremendous
amount of work that requires vast amounts of time and energy and they
are guests in a classroom; however, they also have many responsibilities
in the learning of the skill and craft of teaching. In most cases,
the intern will create a strong relationship with the mentor. The
personal skills learned and practiced during the student-teaching
experience will be invaluable as the intern moves into his/her own
classroom.

Be sure to check out our website for the FREE teacher Who-I-Want-To- Be
plan and other great Freebies for new teachers. Simply click the
following link: http://www.starteaching.com/free.htm

Did you find this article helpful and useful for your classes?
Interested in more information on teaching writing, or writing ideas you
can use (and adapt or change for your classes)? See our website or click
the following link to access our NEW writing page:http://www.starteaching.com/writing.htm

Be sure to check out our website for more great
information, tips, and techniques for new teachers,
student-teachers, and interns in teacher prep programs. Also be
sure to check out our Who-I-Want-To-Be teacher plan for
preparing yourself to enter the educational profession. Simply
click the following link: http://www.starteaching.com/free.htm

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School or District Who Would Love to Receive Our Newsletter?

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"May
This Encourage You, Always"Author: Unknown

Themes
on Life

If
you're an eagle, do you hang around with other eagles?

Don't spend major time with
minor people.

If there are people in your
life who continually disappoint you, break promises, stomp on your
dreams, are too judgmental, have different values and don't have your
back during difficult times...that is not friendship.

To have a friend, be a
friend.

Sometimes in life as you
grow, your friends will either grow or go. Surround yourself with people
who reflect values, goals, interests, and lifestyles.

When I think of any of my
successes, I am thankful to God from whom all blessings flow, and to my
family and friends who enrich my life.

Over the years my phone book
has changed because I changed, for the better.
At first, you think you're going to be alone, but after awhile, new
people show up in your life that make it so much sweeter and easier to
endure.

Are you interested in advertising with us?
Want to reach an audience of thousands each month? The
StarTeaching newsletter is sent out twice a month, and advertising is
available on our website.
Click the link below for more information:Advertise
with Us!

Need a position in a K-12 school, administration, or a coaching
job? Our website has just gained access to a specialized
service just for our members and newsletter readers. Job
listings, application and interviewing tips, and priceless
information, at your fingertips!

1.A
spinner is divided into 16 sections.3 sections are red, 6 are blue, 5 are purple, and 2 are orange.
If you spin the spinner once, what is the probability that you will land
on blue?

Day 2

1.If
750 quarts of water will run from the sink every 50 seconds.How long will it take for 660 quarts to run?

Day 3

Mount
Everest is about 29,000 feet high.Mount
Kilimanjaro is about 19,000 feet high.How much taller is Mount Everest?

Day 4

4.You
traveled 117 miles in 2.25 hours to come home from vacation. What is the
average speed that you are traveling?

Day 5

You
have 15 yards of ribbon for gift boxes.Each box gets the same amount of ribbon.How much ribbon will each of your 20 gift boxes get?

Day 6

If
you save $2 in January, $4 in February, $8 in March, $16 in April, and
follow the same savings pattern through December, how much money will
you have in 12 months?

Day 7

If
you have ½ a pizza leftover from yesterday and you eat 1/3 of it today,
what fraction of the original pizza will you have left?

Day 8

Guess
the other number if I have 12 and another number.12 and other number have a greatest common factor of 6 and their
least common multiple is 36.

Day 9

Nancy
has 50 marbles.20% of the
marbles are yellow.How many
marbles are yellow?

Day 10

Tom
had a platter of cookies. He ate 5 of them and gave 3 to his brother.He then gave cookies to 8 friends.Kurt took 1 cookie, Mathew took 3 cookies, Nancy took 5.When the last friend took theirs, the platter was empty.How many cookies did Tom start with?

Be sure to visit Mary Ann Graziani's website to pick
up a copy of any of her THREE books for sale